This module will introduce you to the range of skills needed in the determination of design requirements and conditions, planning, and the design of coastal structures. These skills comprise the determination of wave conditions, the determination and analysis of the effect of waves, tides and currents on coastal structures, the design of new coastal structures, the evaluation of existing structures and the design for tsunami events. The module introduces state-of-the-art concepts and techniques used in the evaluation of environmental loadings on coastal structures and their design as well as characteristics of tsunami waves and their effects on coastal structures, examining the approaches used in the UK and elsewhere. The course will comprise a combination of lectures and a design study. Students should be aware that this module requires knowledge of mathematics extending to integration, differentiation and first and second order differential equations.
The aims of the module are to: 1. Understand basic ecological principles relating to shore ecology; 2. Use keys to identify fauna and macro algae; 3. Design, plan and implement a research project based on intertidal community ecology; 4. Appreciate sampling strategies in marine biology.
Coastal zones represent a small fraction of physical space on the Earth, but they are exceptionally important places to study physical and ecological dynamics of environmental change – in natural and anthropogenic systems, alike. This module examines natural processes of coastal physical landscape change and ecosystem functioning, along with a spectrum of human activities (infrastructure development, hazard mitigation, resource extraction) that reshape coastal environments over time. Many coastal systems are settings in which natural processes and human activities are dynamically linked, such that the state and behaviour of each is a function of the other. This module will explore as integrated systems a variety of coastal environments and associated uses of coastal space. We will focus on how various integrated coastal systems respond to forces driven by climate change, and what these responses may mean for system resilience and sustainability. Examples of coastal systems from around the planet will introduce students to spheres of physical geography that they may explore further through elective modules and dissertation projects in their final year. Circumstances permitting, this module may include a one-day field trip and/or exercises involving small-scale physical experiments in the School's "mini-basin".
Coastal morphodynamics is the study of coastal geomorphology and its change under the influence of waves, tides, etc. It is important to understand coastal morphodynamics as natural coastal geomorphology such as beaches provides substantial protection and this needs to be monitored and evaluated. Further, there is increasing interest in soft as opposed to hard approaches to coastal engineering that are inspired by natural geomorphic systems. This module introduces the students to: • The concepts of coastal morphodynamics in a range of settings and regimes, with an emphasis on beaches and the UK situation; • Methods for analysing and predicting coastal change; and • ‘Soft’ approaches to coastal engineering and management. This includes consideration of basic sediment and morphological theory, analytical and numerical models, and relevant contemporary issues, such as shoreline management planning and impacts and responses to sea-level rise. The course comprises a series of lectures and workshops, with a one day field trip.
The coastal zone supports the livelihood and well-being of hundreds of millions of people, valuable ecosystems and vital industry, trade links and energy networks. The movement of coastal sediments by natural processes and human interventions continually reshapes our coastal and marine environments, impacting on natural ecosystems, resources, and built assets, and our exposure to coastal hazards such as erosion and flooding. The movement of coastal sediments by tides, waves, currents [and wind and gravity] is complex and presents a formidable challenge that we must address to implement sustainable, adaptive and resilient solutions to coastal change and risk management, infrastructure development, habitat conservation, and sustainable provision of renewable energy and marine resources. This module considers the fundamental principles underpinning coastal sediment dynamics and their practical applications in a quantitative manner. Flow properties, the benthic boundary layer, and resulting sediment/seabed responses under waves and steady currents are summarised. Modes of transport and resulting bed evolution are described and algorithms for predicting sediment transport are defined. The dynamics of cohesive and non-cohesive sediment transport are considered, and the implications of biology and engineering interventions are addressed. These concepts are described in a fieldtrip to Poole and Christchurch Bays and implications to coastal /ocean engineering and management are discussed with guest lecturers from industry and local government agencies.
The aim of this module is to expose students to ways of representing an transforming programs and other languages. This include the definition of languages through grammars and the parsing languages into data-structures. The module then explores the ideas of translating between languages, and mapping domain-specific languages to different backends (as seen in many AI tool-chains). The course also covers the step of compiling down from high-level representations to instructions, ensuring students understanding the complete lowering process.
The NICE guidelines recommend cognitive behaviour therapy (CBT) as the best evidenced and most cost-effective treatment for a range of disorders including anxiety and depression. In order to be effectively delivered Clinical Psychologists, should be both knowledgeable and skilled in delivering evidence-based interventions to people with a variety of psychological disorders. This CBT module will provide you with knowledge about CBT theory and application, and will develop your CBT skills in assessment, formulation and treatment. You will also be introduced to third wave CBT approaches for common psychological presentations encountered by clinical psychologists across a range of mental and physical health settings.
This module looks at learning and development and the theoretical models that underpin these. By focusing on core areas of skills development (e.g. language, literacy, intelligence), and considering the role of the adult in reducing cognitive load and in mediating learning, the module ensures that you have a sound underpinning knowledge of typical child and adolescent development, as well as an understanding of how to intervene with children and young people to support learning and development. It runs alongside the Psychology in the Professional Practice 1 and Consultation, Assessment and Intervention 1 modules where the key knowledge and skills are put into practice in your field placements.
This module focuses on atypical development. It will give develop your knowledge, understanding and skills in the identification and assessment of children and young people whose learning difficulties are observed infrequently (‘low incidence’ needs). It will also consider more specialised assessment techniques and provisions required for pupils with major learning needs. This module will also focus on developing your knowledge of appropriate evidenced based interventions to address these needs.
This second-year module will present a broad introduction to the field of cognitive neuroscience. This module will focus on how psychological theories of the mind are informed by neuropsychological and neuroscientific evidence. Topics covered include: hemispheric specialization; sensation & perception; object recognition; attention; action; memory; emotion; language; and cognitive control. This module takes a convergence of evidence approach and to that end students will learn about the mind-brain relationship from research using a variety of techniques including (but not limited to): functional and structural neuroimaging; neurophysiological recordings in animals; electroencephalography (EEG); magnetoencephalography (MEG); brain stimulation techniques; studies of lesions and brain damage; as well as studies from patient and clinical populations. Finally, lectures and assessments will help students think, ask questions, and evaluate scientific evidence like a cognitive neuroscientist.
This module is designed to provide you with an overview of the human cognitive system and its principles of information processing, demonstrating how these have been applied to understanding learning at different educational levels and in different educational domains. It will introduce you to theories and empirical research about how information is perceived, represented and stored in the brain, and how it is used during thinking and communication. It will give you practical experience of using some of the research methods that have been used to develop these theories, and outline how they have been applied to learning in different educational domains.
Cold War is a peculiar conflict. Often seen as a confrontation between the Socialist East and Capitalist West, the Cold War is typically depicted as a bloodless standoff. In such interpretations, the Iron Curtain isolated Western from Eastern Europeans. Trapped in authoritarian, socialist regimes, the latter are depicted as yearning for the USA to break the stalemate and defeat the evil Soviet Empire. Jewish history helps us to shatter such stereotypical interpretations. From the vantage point of both Israel and the diaspora (Jews living outside of Israel), we can see the transnational contacts and conflicts in ways we would not see them from a solely national perspective. By following in the footsteps of Jewish survivors rebuilding their lives on both sides of the Iron Curtain, we can explore a new take on the history of the Cold War.
This module encourages you to see your developing expertise in creative computing in wider interdisciplinary contexts. Through a group project you will collaborate with students and / or practitioners from other disciplines or will be set briefs from professional partners in the creative and cultural industries. The theme for this project will be determined by collaborative discussion and will be a combination of a technical and conceptual challenge. For example, a collaboration with Fashion and Textiles students might lead to projects on wearable computing. Team building and project management will be a key aspect and you will apply and develop your individual interests and skills within the project. This module engages you in research and knowledge exchange projects, using interdisciplinary learning to embed the practice of collaboration within disciplines in WSA. This collaborative project module supports the University’s goal of enabling curiosity, engagement, entrepreneurial and responsible qualities to help you thrive in your future lives and work. The module enables creative collaboration around the concept, design, presentation, promotion and knowledge exchange. The capacity for interdisciplinary, collective work is essential to develop new insights to address shared problems around life quality, sustainability and societal inclusion. The module equips you to problem-solve and form collaborative ideas confidently and professionally, adopting experimental approaches in the Art School disciplines to realise creative responses and managed solutions. Project briefs will take advantage of the learning opportunities afforded by the campus and the local community, enterprise (WSA Exchange), material and social practices labs and digital environments. Thinking of the WSA diverse communities as a ‘living laboratory’ will engage you with learning about how to negotiate to work with others, build relationships, and communicate visually and verbally across disciplines and how this relates to your own discipline and practice.
This module engages you in research and knowledge exchange projects, using interdisciplinary learning to embed the practice of collaboration within disciplines in WSA. This collaborative project module supports the University’s goal of enabling curiosity, engagement, entrepreneurial and responsible qualities to help you thrive in your future lives and work. The module enables creative collaboration around the concept, design, presentation, promotion and knowledge exchange. The capacity for interdisciplinary, collective work is essential to develop new insights to address shared problems around life quality, sustainability and societal inclusion. The module equips you to problem-solve and form collaborative ideas confidently and professionally, adopting experimental approaches in the Art School disciplines to realise creative responses and managed solutions. Project briefs will take advantage of the learning opportunities afforded by the campus and the local community, enterprise (WSA Exchange), material and social practices labs and digital environments. Thinking of the WSA diverse communities as a ‘living laboratory’ will engage you with learning about how to negotiate to work with others, build relationships, and communicate visually and verbally across disciplines and how this relates to your own discipline and practice.
This is a studio practice module. Work with others across the programme and beyond as you continue experimentation towards the further development of technical knowledge, a heightened level of research and critical reflection, and the beginnings of definition of your own particular practice.
This module encourages you to see your developing expertise in graphic communication in wider interdisciplinary contexts. Through a group project, you will collaborate with students and / or practitioners from other disciplines or will be set briefs from professional partners in the creative and cultural industries. The theme for this project will be determined by collaborative discussion and will be a combination of a technical and conceptual challenge. For example, a collaboration with Fashion and Textiles, students might lead to projects on wearable computing. Team building and project management will be a key aspect and you will apply and develop your individual interests and skills within the project. This module engages you in research and knowledge exchange projects, using interdisciplinary learning to embed the practice of collaboration within disciplines in WSA. This collaborative project module supports the University’s goal of enabling curiosity, engagement, entrepreneurial and responsible qualities to help you thrive in your future lives and work. The module enables creative collaboration around the concept, design, presentation, promotion and knowledge exchange. The capacity for interdisciplinary, collective work is essential to develop new insights to address shared problems around life quality, sustainability and societal inclusion. The module equips you to problem-solve and form collaborative ideas confidently and professionally, adopting experimental approaches in the Art School disciplines to realise creative responses and managed solutions. Project briefs will take advantage of the learning opportunities afforded by the campus and the local community, enterprise (WSA Exchange), material and social practices labs and digital environments. Thinking of the WSA diverse communities as a ‘living laboratory’ will engage you with learning about how to negotiate to work with others, build relationships, and communicate visually and verbally across disciplines and how this relates to your own discipline and practice.
